Common european framework of reference for languages: learning, teaching, assessment

A2
Can handle very short social exchanges but is rarely able to understand enough to keep conversation
going of his/her own accord, though he/she can be made to understand if the speaker will take the
trouble. 
Can use simple everyday polite forms of greeting and address.
Can make and respond to invitations, suggestions and apologies. 
Can say what he/she likes and dislikes.
Can make an introduction and use basic greeting and leave-taking expressions. 
A1
Can ask how people are and react to news.
Can understand everyday expressions aimed at the satisfaction of simple needs of a concrete type,
delivered directly to him/her in clear, slow and repeated speech by a sympathetic speaker. 
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INFORMAL DISCUSSION (WITH FRIENDS)
C2
As C1
C1
Can easily follow and contribute to complex interactions between third parties in group discussion even
on abstract, complex unfamiliar topics.
Can keep up with an animated discussion between native speakers.
Can express his/her ideas and opinions with precision, and present and respond to complex lines of
argument convincingly. 
Can take an active part in informal discussion in familiar contexts, commenting, putting point of view
clearly, evaluating alternative proposals and making and responding to hypotheses.
B2
Can with some effort catch much of what is said around him/her in discussion, but may find it difficult
to participate effectively in discussion with several native speakers who do not modify their language in
any way.
Can account for and sustain his/her opinions in discussion by providing relevant explanations,
arguments and comments.
Can follow much of what is said around him/her on general topics provided interlocutors avoid very
idiomatic usage and articulate clearly. 
Can express his/her thoughts about abstract or cultural topics such as music, films. Can explain why
something is a problem.
Can give brief comments on the views of others.
Can compare and contrast alternatives, discussing what to do, where to go, who or which to choose, etc.
B1
Can generally follow the main points in an informal discussion with friends provided speech is clearly
articulated in standard dialect.
Can give or seek personal views and opinions in discussing topics of interest.
Can make his/her opinions and reactions understood as regards solutions to problems or practical
questions of where to go, what to do, how to organise an event (e.g. an outing). 
Can express belief, opinion, agreement and disagreement politely.
Can generally identify the topic of discussion around him/her when it is conducted slowly and clearly. 
Can discuss what to do in the evening, at the weekend. 
A2
Can make and respond to suggestions. 
Can agree and disagree with others.
Can discuss everyday practical issues in a simple way when addressed clearly, slowly and directly.
Can discuss what to do, where to go and make arrangements to meet. 
A1
No descriptors available
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FORMAL DISCUSSION AND MEETINGS
C2
Can hold his/her own in formal discussion of complex issues, putting an articulate and persuasive
argument, at no disadvantage to native speakers.
Can easily keep up with the debate, even on abstract, complex unfamiliar topics. 
C1
Can argue a formal position convincingly, responding to questions and comments and answering
complex lines of counter argument fluently, spontaneously and appropriately.
Can keep up with an animated discussion, identifying accurately arguments supporting and opposing
points of view.
Can express his/her ideas and opinions with precision, present and respond to complex lines of argument
convincingly.
B2
Can participate actively in routine and non-routine formal discussion.
Can follow the discussion on matters related to his/her field, understand in detail the points given
prominence by the speaker.
Can contribute, account for and sustain his/her opinion, evaluate alternative proposals and make and
respond to hypotheses. 
Can follow much of what is said that is related to his/her field, provided interlocutors avoid very
idiomatic usage and articulate clearly.
Can put over a point of view clearly, but has difficulty engaging in debate.
B1
Can take part in routine formal discussion of familiar subjects which is conducted in clearly articulated
speech in the standard dialect and which involves the exchange of factual information, receiving
instructions or the discussion of solutions to practical problems.
Can generally follow changes of topic in formal discussion related to his/her field which is conducted
slowly and clearly. 
A2
Can exchange relevant information and give his/her opinion on practical problems when asked directly,
provided he/she receives some help with formulation and can ask for repetition of key points if necessary.
Can say what he/she thinks about things when addressed directly in a formal meeting, provided he/she
can ask for repetition of key points if necessary.
A1
No descriptor available
Note: The descriptors on this sub-scale have not been empirically calibrated with the measurement
model.
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GOAL-ORIENTED CO-OPERATION
(e.g. Repairing a car, discussing a document, organising an event)
C2
As B2
C1
As B2
Can understand detailed instructions reliably. 
B2
Can help along the progress of the work by inviting others to join in, say what they think, etc. 
Can outline an issue or a problem clearly, speculating about causes or consequences, and weighing
advantages and disadvantages of different approaches.
Can follow what is said, though he/she may occasionally have to ask for repetition or clarification if the
other people’s talk is rapid or extended. 
Can explain why something is a problem, discuss what to do next, compare and contrast alternatives.
Can give brief comments on the views of others. 
B1
Can generally follow what is said and, when necessary, can repeat back part of what someone has said
to confirm mutual understanding. 
Can make his/her opinions and reactions understood as regards possible solutions or the question of
what to do next, giving brief reasons and explanations.
Can invite others to give their views on how to proceed.
Can understand enough to manage simple, routine tasks without undue effort, asking very simply for
repetition when he/she does not understand. 
Can discuss what to do next, making and responding to suggestions, asking for and giving directions.
A2
Can indicate when he/she is following and can be made to understand what is necessary, if the speaker
takes the trouble.
Can communicate in simple and routine tasks using simple phrases to ask for and provide things, to get
simple information and to discuss what to do next.
A1
Can understand questions and instructions addressed carefully and slowly to him/her and follow short,
simple directions. 
Can ask people for things, and give people things.
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TRANSACTIONS TO OBTAIN GOODS AND SERVICES
C2
As B2
C1
As B2
Can cope linguistically to negotiate a solution to a dispute like an undeserved traffic ticket, financial
responsibility for damage in a flat, for blame regarding an accident.
B2
Can outline a case for compensation, using persuasive language to demand satisfaction and state clearly
the limits to any concession he/she is prepared to make.
Can explain a problem which has arisen and make it clear that the provider of the service/customer
must make a concession.
Can deal with most transactions likely to arise whilst travelling, arranging travel or accommodation, or
dealing with authorities during a foreign visit. 
B1
Can cope with less routine situations in shops, post offices, banks, e.g. returning an unsatisfactory
purchase. Can make a complaint.
Can deal with most situations likely to arise when making travel arrangements through an agent or
when actually travelling, e.g. asking passenger where to get off for an unfamiliar destination. 
Can deal with common aspects of everyday living such as travel, lodgings, eating and shopping.
Can get all the information needed from a tourist office, as long as it is of a straightforward, non-
specialised nature. 
Can ask for and provide everyday goods and services. 
A2
Can get simple information about travel, use public transport: buses, trains, and taxis, ask and give
directions, and buy tickets.
Can ask about things and make simple transactions in shops, post offices or banks. 
Can give and receive information about quantities, numbers, prices, etc. 
Can make simple purchases by stating what is wanted and asking the price.
Can order a meal.
A1
Can ask people for things and give people things. 
Can handle numbers, quantities, cost and time.
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INFORMATION EXCHANGE
C2
As B2
C1
As B2
Can understand and exchange complex information and advice on the full range of matters related to
his/her occupational role.
B2
Can pass on detailed information reliably.
Can give a clear, detailed description of how to carry out a procedure. 
Can synthesise and report information and arguments from a number of sources.
Can exchange, check and confirm accumulated factual information on familiar routine and non-routine
matters within his/her field with some confidence. 
Can describe how to do something, giving detailed instructions. 
B1
Can summarise and give his or her opinion about a short story, article, talk, discussion, interview, or
documentary and answer further questions of detail.
Can find out and pass on straightforward factual information.
Can ask for and follow detailed directions.
Can obtain more detailed information.
Can understand enough to manage simple, routine exchanges without undue effort. 
Can deal with practical everyday demands: finding out and passing on straightforward factual
information.
Can ask and answer questions about habits and routines.
Can ask and answer questions about pastimes and past activities. 
A2
Can give and follow simple directions and instructions, e.g. explain how to get somewhere.
Can communicate in simple and routine tasks requiring a simple and direct exchange of information. 
Can exchange limited information on familiar and routine operational matters.
Can ask and answer questions about what they do at work and in free time.
Can ask for and give directions referring to a map or plan.
Can ask for and provide personal information. 
Can understand questions and instructions addressed carefully and slowly to him/her and follow short,
simple directions.
A1
Can ask and answer simple questions, initiate and respond to simple statements in areas of immediate
need or on very familiar topics.
Can ask and answer questions about themselves and other people, where they live, people they know,
things they have.
Can indicate time by such phrases as next week, last Friday, in November, three o’clock. 
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INTERVIEWING AND BEING INTERVIEWED
C2
Can keep up his/her side of the dialogue extremely well, structuring the talk and interacting
authoritatively with complete fluency as interviewer or interviewee, at no disadvantage to a native
speaker.
C1
Can participate fully in an interview, as either interviewer or interviewee, expanding and developing the
point being discussed fluently without any support, and handling interjections well. 
Can carry out an effective, fluent interview, departing spontaneously from prepared questions, following
up and probing interesting replies.
B2
Can take initiatives in an interview, expand and develop ideas with little help or prodding from an
interviewer. 
Can provide concrete information required in an interview/consultation (e.g. describe symptoms to a
doctor) but does so with limited precision.
Can carry out a prepared interview, checking and confirming information, though he/she may
occasionally have to ask for repetition if the other person’s response is rapid or extended. 
B1
Can take some initiatives in an interview/consultation (e.g. to bring up a new subject) but is very
dependent on interviewer in the interaction. 
Can use a prepared questionnaire to carry out a structured interview, with some spontaneous follow up
questions.
A2
Can make him/herself understood in an interview and communicate ideas and information on familiar
topics, provided he/she can ask for clarification occasionally, and is given some help to express what
he/she wants to.
Can answer simple questions and respond to simple statements in an interview.
A1
Can reply in an interview to simple direct questions spoken very slowly and clearly in direct non-
idiomatic speech about personal details.
4.4.3.2
Written interaction
Interaction through the medium of written language includes such activities as:
•
passing and exchanging notes, memos, etc. when spoken interaction is impossible
and inappropriate;
•
correspondence by letter, fax, e-mail, etc.;
•
negotiating the text of agreements, contracts, communiqués, etc. by reformulating
and exchanging drafts, amendments, proof corrections, etc.;
•
participating in on-line or off-line computer conferences.
4.4.3.3
Face-to-face  interaction  may  of  course  involve  a  mixture  of  media:  spoken,
written, audio-visual, paralinguistic (see section 4.4.5.2) and paratextual (see 4.4.5.3).
4.4.3.4
With  the  increasing  sophistication  of  computer  software,  interactive  man-
machine communication is coming to play an ever more important part in the public,
occupational, educational and even personal domains.
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Illustrative scales are provided for:
•
overall written interaction
•
correspondence
•
notes, messages and forms
OVERALL WRITTEN INTERACTION
C2
As C1
C1
Can express him/herself with clarity and precision, relating to the addressee flexibly and effectively.
B2
Can express news and views effectively in writing, and relate to those of others.
Can convey information and ideas on abstract as well as concrete topics, check information and ask
about or explain problems with reasonable precision.
B1
Can write personal letters and notes asking for or conveying simple information of immediate relevance,
getting across the point he/she feels to be important.
A2
Can write short, simple formulaic notes relating to matters in areas of immediate need.
A1
Can ask for or pass on personal details in written form.
CORRESPONDENCE
C2
As C1
C1
Can express him/herself with clarity and precision in personal correspondence, using language flexibly
and effectively, including emotional, allusive and joking usage.
B2
Can write letters conveying degrees of emotion and highlighting the personal significance of events and
experiences and commenting on the correspondent’s news and views.
Can write personal letters giving news and expressing thoughts about abstract or cultural topics such as
music, films. 
B1
Can write personal letters describing experiences, feelings and events in some detail.
A2
Can write very simple personal letters expressing thanks and apology.
A1
Can write a short simple postcard.
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NOTES, MESSAGES & FORMS
C2
As B1
C1
As B1
B2
As B1
Can take messages communicating enquiries, explaining problems.
B1
Can write notes conveying simple information of immediate relevance to friends, service people, teachers
and others who feature in his/her everyday life, getting across comprehensibly the points he/she feels are
important.
Can take a short, simple message provided he/she can ask for repetition and reformulation.
A2
Can write short, simple notes and messages relating to matters in areas of immediate need.
A1
Can write numbers and dates, own name, nationality, address, age, date of birth or arrival in the
country, etc. such as on a hotel registration form.
4.4.3.5
Interaction strategies
Interaction encompasses both receptive and productive activity as well as activity unique
to the construction of joint discourse and therefore all reception strategies and all pro-
duction strategies mentioned above are also involved in interaction. However, the fact
that spoken interaction entails the collective creation of meaning by the establishment
of some degree of common mental context, defining what can be taken as given, working
out where people are coming from, converging towards each other or defining and main-
taining a comfortable distance, usually in real time, means that in addition to receptive
and productive strategies there is a class of strategies exclusive to interaction concerned
with the management of this process. In addition, the fact that interaction is primarily
face to face tends to provide far greater redundancy both in textual, linguistic terms and
with regard to paralinguistic features, contextual cues, all of which can be made more
or less elaborate, more or less explicit to the extent that the constant monitoring of the
process by the participants indicates that this is appropriate.
Planning for spoken interaction involves the activation of schemata or a ‘praxeogram’
(i.e.  a  diagram  representing  the  structure  of  a  communicative  interaction)  of  the
exchanges possible and probable in the forthcoming activity (Framing) and consideration
of the communicative distance from other interlocutors (Identifying information/opinion
gap; Judging what can be taken as given) in order to decide on options and prepare possible
moves  in  those  exchanges  (Planning  moves).  During  the  activity  itself,  language  users
adopt turntaking strategies in order to obtain the discourse initiative (Taking the floor), to
cement  the  collaboration  in  the  task  and  keep  the  discussion  on  course  (Co-operating:
Users of the Framework may wish to consider and where appropriate state:
•
in which kinds of communicative interaction the learner will need/be equipped/be required
to engage;
•
which roles the learner will need/be equipped/be required to play in the interaction.
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interpersonal), to help mutual understanding and maintain a focused approach to the task
at hand (Co-operating: ideational), and so that they themselves can ask for assistance in for-
mulating something (Asking for Help). As with Planning, Evaluation takes place at a com-
municative level: judging the ‘fit’ between the schemata thought to apply, and what is
actually happening (Monitoring: schemata, praxeogram) and the extent to which things are
going  the  way  one  wants  them  to  go  (Monitoring:  effect,  success);  miscomprehension  or
intolerable ambiguity leads to requests for clarification which may be on a communica-
tive or linguistic level (Asking for, giving clarification), and to active intervention to re-estab-
lish  communication  and  clear  up  misunderstandings  when  necessary  (Communication
Repair). 
Planning
•
framing (selecting praxeogram)
•
identifying information/opinion gap (felicity conditions)
•
judging what can be presupposed
•
planning moves
Execution
•
taking the floor
•
co-operating (interpersonal)
•
co-operating (ideational)
•
dealing with the unexpected
•
asking for help
Evaluation
•
monitoring (schema, praxeogram)
•
monitoring (effect, success)
Repair
•
asking for clarification
•
giving clarification
•
communication repair
Illustrative scales are provided for:
•
taking the floor;
•
co-operating;
•
asking for clarification.
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